AUDIENCE:

TESSELLATIONS

AUDIENCE:

The audience intended for this lesson is high school geometry students.

INSTRUCTIONAL OBJECTIVE (math): The students will be able to define and/or describe a tessellation and be able to explain the different types of tessellations. The students will use this information to create a tessellation of their own.

INSTRUCTIONAL OBJECTIVE (technology): Students will acquire information from the Internet and answer pre-determined questions. Based on the research, the student will then create his or her own tessellation.

ASSESSMENT:

Students will present their Tessellation project and Internet research to the class and be assessed with a rubric.

DIRECTIONS:

I. Click here to answer the following questions.

[1] Define and/or describe a tessellation.

[2] What is a “regular tessellation” and how does it differ from a basic tessellation?

[3] What are the three polygons that tessellate in the plane?

[4] Why are these the only polygons that tessellate?

[5] What are the four transformations involved in tessellations?

II. Click here for fun with regular tessellations.

III. Click here to answer the following questions.

[1] Describe an “Escher” tessellation and explain how it differs from a regular

tessellation.

[2] M.C. Escher did much work with tessellations and is considered to be both an artist and a mathematician. Which one do you think he was? Why do you think so?

[3] Tell or show how “Escher” tessellations are created.

IV. Now, create your own tessellation. It may be either regular or “Escher-like.” Use these guidelines.

[1] Your tessellation should be no smaller than 8 ½ by 11 inches but

no larger than regular poster board size.

[2] Your “shape” that is tessellated should be a ‘square’ approximately one to three inches on a side.

[3] Be able to explain your design to the class.

V. Find two additional websites over tessellations and include them in this project.